Friedrich Schweitzer: Pädagogik und Religion. Eine Einführung

Ohne Zusammenfassung     

Primäre und sekundäre Disparitäten des Hochschulzugangs: Erklärungsmodelle,Datengrundlagen und Entwicklungen

The present article addresses the question of how social origin affects access to higher education. The role of class-specific differences in school performance (primary effect) and cost-benefit considerations (secondary effect) are considered as well as the way in which changes in the institutional setup of the educational system may interact with social origin. The review shows that educational decisions at this later transition are mainly influenced by secondary effects. In particular, differences between social classes are explained by group-specific investment costs and expectations of the social context associated with continuing higher education. Although expansion of institutional pathways in upper secondary education has reduced social inequality in acquiring higher education entrance qualifications, secondary effects at the transition to university have been found to increase over time. Thus, within younger cohorts, high-school graduates with lower social status are more often diverted from higher education at universities by attractive vocational or nonuniversity pathways. The article discusses approaches to reduce secondary effects of social origin.     

Diskurs und Sexualpädagogik: Der deutschsprachige Onanie‐Diskurs des späten 18. Jahrhunderts

This article treats the conflict‐laden relation of discourse analysis and the history of sexuality on various levels: at first it is shown how discourse analysis has become relevant for the history of sexuality in the wake of the transformation Foucault initiated. Continuing this discussion, the author outlines the theoretical connection between discourse and sexual experience. He thereby relies on Norman Fairclough's “text‐oriented discourse analysis”, a method that marries linguistic analysis and social theory, and thus facilitates research into the interactive kind of “sexuality”. The author deals with the linguistic, discursive and social practices of the German‐language pedagogical onanism discourse of the late eighteenth century along its respective dimensions. The texts of the late eighteenth century were more strongly oriented towards pedagogy and medicine compared with the religious–transcendental direction of the seventeenth century. Autobiographically infused texts on onanism served to demonstrate “real” case and life histories of onanists. Since the onanist was considered to be completely determined by his disease, one of the first “sexual subjects” emerged. Letters of consultation show that to some extent the consumers frequently adopted the existing model of onanism, but they also produced interpretations of their own. Precisely, those texts by onanists make evident that neither the concept of a passive registration of sexual discourses nor that of a one‐way communication can do justice to social reality. On the contrary, interplay between professionals and consumers developed. The “performance” of the texts could only succeed because scholars and onanists shared a common sociocultural “body” and could, therefore, understand, accept and sense within themselves the importance and meaning of onanism. The German‐language onanism discourse was part of the educationalist discussion throughout Europe in the eighteenth century, and yielded to the professional interests of a discipline on the cusp of becoming established.     

Stichwort: Soziale Benachteiligung und Bewältigung

Ohne Zusammenfassung     

Pädagogische Begleitung: Handlungsform und Systemmerkmal

This contribution aims to lay down the theoretical potential of accompaniment as a phenomenon and developing this point further from a pedagogical perspective. The core assumption is that accompaniment represents both a pedagogically relevant phenomenon of action as well as an essential characteristic of the system. In this sense, accompaniment can be understood as creating a possibility for looking at phenomena of education on a micro and a macro level. Thus, the assumption follows that a central signature of the social system – namely that of inclusion – has already been incorporated by the pedagogically organized system of lifelong learning a long time ago. This finding has far-reaching consequences for levelling the hierarchy between different layers of the education and learning systems.     

Stichwort: Bildungsräume – Bildung und Raum

In this article theoretical aspects of historically formed differences between living spaces and educational spaces are examined. From different spatial science perspectives, aspects of unboundedness, of narrowing and of exclusion are taken into account and understood as forms of territorialisation or of de- or reterritorialization processes. Along the perspectives of ‘immaterial space reproductions’, ‘spatial practices’, ‘architecture’ and ‘spatial contexts’ key results of spatial sensitive educational research is outlined. As desiderata especially methodological problems but also content-related ‘blind spots’ are discussed. The development of empirical research and a theoretical perspective is addressed with which it can be asked for the educational potential of societal and especially pedagogical space relations in view to the interwoven power-and-subjectification practices.     

Rituale im Grundschulalter: Performativität,Mimesis und Interkulturalität

Rituals in Primary School Age – Performativity, mimesis and interculturality. Rituals and ritualization play a central role in the upbringing, education and socialization of children at primary school age. They structure children’s lives and support their integration into the social order in a constructive manner. Rituals shape transitions between fields of socialization and institutions, and facilitate social learning, which is important both in lessons and more generally at school. Due to their performativity, pedagogic processes act just like rituals and ritualization in all fields of social action. How children stage (or perform) their behaviour and actions, whether alone or together with adults, can be seen as the performativity of actions. Important aspects of cultural learning at primary school age occur as mimetic processes. In this, pictures, schemes, the expectations of others, of social situations, occurrences and actions are incorporated into an individual’s “world” of mental pictures. This practical knowledge enables children to learn and act together, to live and to exist. In view of Globalization and Europeanization, upbringing and education have become an intercultural task, for which rituals, ritualization, pedagogic and social gestures, the performativity of social practices and mimetic forms of learning play an important role. Ethnography and qualitative methods are appropriate for investigating rituals and ritualization, the performativity of pedagogic practices, of mimetic processes and intercultural education processes. Amongst the most important methods, which are complementary and, where possible, should be combined, are participative observation, video-supported observation, video performance and photograph analysis, interviews and group discussions. With the help of this method-mix, attempts can be made to capture complex and methodologically transparent research results.     

Pädagogisch-psychologisches Wissen von Lehrkräften aus Schule und Erwachsenenbildung: Entwicklung und Erprobung eines Testinstruments

Teachers’ pedagogical/psychological knowledge (PPK) is an important aspect of teacher competence. All conceptualisations developed so far assume that PPK is general and not specific for subjects or educational contexts. The authors take up this assumption and examine empirically whether PPK of school teachers and adult education teachers is general, i.?e. generic for subjects and educational contexts. Based on a conceptualisation validated through an expert survey (N = 44) the development of a digital test instrument with text- and videobased items is described. The article reports on the results of the structure, reliability, and DIF analyses of two PPK-facets on a total of N = 212 school and adult education teachers; analyses showed that both facets can be measured reliably with only small DIF-effects. The results point to the fact that – largely in line with the results of a literature content analysis and the expert survey – PPK is general over educational contexts. Finally, results are discussed with regard to the potentials of videobased instruments to measure teachers’ professional competence.     

Susanne von Below: Bildungssysteme und soziale Ungleichheit. Das Beispiel der neuen Bundesländer

Ohne Zusammenfassung     

Zwischen Seniorität und Alterität

Demographic changes are leading to an altered population structure and subsequently to changes in the age structure of potential participants in educational training. Adult education has reacted to this by developing special provisions for older participants and a concept of intergenerational learning provision for different generations. Arranging such intentional intergenerational processes is indeed no small task for adult education. This contribution will look at this challenge more closely. To this aim, the orientations of professional and non-professional adult educators and participants in intergenerational learning processes will be reconstructed in a qualitative investigation. It can be shown that the andragogic skill of adult educators is a pre-requisite for the facilitation of learning processes, which are explicitly intergenerational.     

Pädagogisierung und Systembildung

Eine M?glichkeit, das Verh?ltnis von P?dagogik und Gesellschaft zu beschreiben, scheint im Begriff P?dagogisierung zu liegen. In der jüngeren Diskussion lassen sich zwei Konzeptualisierungen dieses Begriffs unterscheiden. P?dagogisierung kann erstens als Transformation sozialer Probleme in p?dagogische Probleme gedeutet werden. Hier wird unterstellt, dass soziale Probleme durch die Einwirkung auf Menschen mit den Mitteln institutionalisierter Erziehung und Bildung zu bearbeiten seien. P?dagogisierung l?sst sich zweitens als Ausdifferenzierung eines symbolisch-kommunikativen Systems innerhalb der Gesellschaft beschreiben. Diese Vorstellung referiert auf die Abl?sung des P?dagogischen von den klassischen Erziehungsinstitutionen. Vor dem Hintergrund dieser Unterscheidung rückt der vorliegende Beitrag in drei Fallstudien den gesellschaftlichen Umgang mit dem so genannten Dritte-Welt-Problem in der Bundesrepublik in das Blickfeld. Die dabei zu beobachtenden Bezugnahmen auf P?dagogik durch die Dritte-Welt-Protestbewegung, das zust?ndige Bundesministerium und Organisationen des Erziehungssystems werden als je unterschiedliche P?dagogisierungsf?lle rekonstruiert. Deren Hybridit?t, d.h. sowohl Eingrenzung wie Entgrenzung, sowohl Bezug des P?dagogischen auf wie auch Abl?sung des P?dagogischen vom institutionalisierten Erziehungssystem, legt es theoretisch nahe, so die These, P?dagogisierungsprozesse in den Zusammenhang von Formbildungen des P?dagogischen einzuordnen.     

Sozialpädagogik als Bildungstheorie und Bildungspolitik im Kaiserreich. Der Sozialpädagogikbegriff in der Deutschen Schule zwischen 1897 und 1914

“Deutsche Schule”, the journal of the German Association of Teachers, was an important forum for the social education debate during the German empire. The author describes this discussion, which took place between 1897 and 1914, on the basis of essays published in the “Deutsche Schule”. Central is the relation between educational task and theory. Within the generally accepted educational task of strengthening the unity of the cultural nation, this early social education debate developed into a controversial discussion over the social and sociological elements of education policy and theory.     

Geschäftsordnungsautonomie im Fachhochschulbereich. Konkurrenz zwischen Erhalter und Kollegium?

Fachhochschulkollegien ben?tigen eine Gesch?ftsordnung. Kann die Gesch?ftsordnung vom Kollegium autonom erlassen werden oder kann der Tr?ger der Fachhochschule, insbesondere wenn es sich um eine GmbH handelt, darauf Einfluss nehmen?